Garuda - Garba Rujukan Digital

Industry alignment in Japanese language vocational training in Indonesia Nur Septhalny Isnainun; Budiyono Budiyono; Amin Yusuf
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 13 No. 2 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v13i2.30706

This study assesses the effectiveness of Japanese language training programmes within Indonesia’s vocational education system, with a focus on their alignment with labour market demands. As Japan faces workforce shortages, Indonesia has developed vocational language training to prepare candidates for employment abroad. Despite these initiatives, many programmes still prioritise grammar-based instruction over communicative and cultural competence. A descriptive, quantitative approach, utilising Likert-scale questionnaires, was complemented by semi-structured interviews and document analysis. The results indicate that, while institutional management and resources are adequate, curriculum relevance, practical communication skills, and collaboration with industry partners remain limited. The findings underscore the importance of revising curricula, enhancing teacher capabilities, and strengthening partnerships with Japanese employers to enhance employability outcomes. These implications extend to the broader development of Indonesia’s vocational education system, emphasising the need for responsive, industry-oriented training.

Improving English oral communication through multimodal learning strategies for secondary school students Aya Ragab; Nur Arifah Drajati; Eka Bhudi Eka Bhudi Santosa
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 13 No. 2 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v13i2.34324

This report presents a conceptual framework for a multimodal learning platform designed to address critical educational needs in the 21st century: cultivating English speaking proficiency and instilling ethical digital citizenship. The proposed framework integrates visual, auditory, reading/writing, and kinesthetic instructional methods to create an engaging and inclusive learning environment. By leveraging the power of multimodal artificial intelligence (AI), the platform offers personalized, real-time feedback that promotes language acquisition and encourages responsible digital behavior. The framework is specifically tailored to the unique challenges and opportunities of the Indonesian educational context, aligning with national policies such as the Merdeka curriculum, while providing strategies to address issues of digital access and teacher professional development. The findings indicate that such an integrated, technology-driven approach can significantly enhance learning outcomes and prepare students to become informed, responsible, and effective global citizens.

Integrated TPACK–CRT learning design for elementary schools: Empirical study and conceptual framework development Kufita Rachman; Haryadi Haryadi; Bernadus Wahyudi Joko Santoso
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 13 No. 2 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v13i2.35379

21st-century learning demands integration between technology, pedagogy, content, and cultural context to make the learning process more meaningful, reflective, and inclusive. This research aims to analyze the needs of elementary school students and the readiness of teachers in implementing TPACK-CRT-based learning and to develop a conceptual design for TPACK-CRT learning as an integrative framework. The research employs a mixed-methods approach, combining quantitative and qualitative elements, involving 40 elementary school students and 3 teachers. Data was collected through questionnaires and the synthesis of TPACK and CRT theories, which were then analyzed using descriptive analysis and conceptual framework building. The results indicate that both student needs and teacher readiness fall into the high category; however, there are differences in orientation: students demand more contextual use of technology, while teachers demonstrate higher readiness in pedagogical and affective aspects. Based on the synthesis results, a conceptual design for TPACK-CRT learning was developed, comprising four main phases: contextual orientation, meaningful technology integration, cultural interaction and collaboration, and humanistic reflection and relevance. This research contributes to strengthening the theoretical framework of TPACK-CRT integration and provides practical guidance.

Assessing the challenges facing Nomadic Education Programme implementation in Kwara State, Nigeria Sadiq Toyin Kayode
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 13 No. 2 (2025): November 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v13i2.33174

This paper examined the challenges affecting the implementation of the nomadic education programme in Kwara State, Nigeria. A qualitative research approach was adopted, and 378 of the 1,680 selected respondents participated in the study. Data were collected using a self-designed questionnaire. Descriptive statistics (mean scores and standard deviations) were used to address the research questions, and one hypothesis was tested using the Pearson product–moment correlation at the 0.05 significance level. Findings revealed that the constraints to implementing the nomadic education programme in Kwara State were severe (x̅ = 2.73 ± 0.76) across the education centres. In addition, the availability of educational infrastructure (F = 87.325; p = 0.000), curriculum implementation (F = 36.900; p = 0.000), availability of trained facilitators (F = 26.822; p = 0.000), and the overall constraints to nomadic education (F = 83.212; p = 0.000) significantly influenced nomads’ participation in nomadic education programmes in the study area.

The urgency of redesigning the sharia economic law curriculum in an effort to strengthen the competence of graduates in the industrial era 4.0 Chairul Fahmi; Shabarullah; Putri Ronazhafira
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 14 No. 1 (2026): May 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v16i1.13513

This research aims to review the curriculum of the Sharia Economic Law study program at Universitas Islam Negeri Ar-Raniry Banda Aceh and redesign it to address market challenges in the era of Industry 4.0. The method used is a qualitative approach based on evaluation research that uses a systematic way to determine the effectiveness of a program, action, or policy, or other object under study when compared to the objectives or standards applied. The results showed that the curriculum in the Department of Sharia Economic Law must be updated to address new challenges in the Industrial Era 4.0 and Society 5.0. However, the implementation of the output-based education curriculum in the department is still not comprehensive, as it does not involve all stakeholders at both the faculty and university levels. One important aspect at the university level is the development of the UIN 2024 strategic plan, body-of-knowledge studies, and graduate learning outcomes, as well as the study materials for the faculty's lessons, which do not yet exist.

Comparative effectiveness of computer-based instructional game and instructional board game on students’ academic performance in peace education Mutahir Oluwafemi Mukhtar Abanikannda; Florence Adeoti Yusuf; Ayoade Ejiwale Oka; Jubril Busuyi Fakokunde; Anthonia Ayobami Oyelade
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 14 No. 1 (2026): May 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v14i1.13836

The devastating effects of violence on nation-building require the placing of a premium on peace. The study investigated the comparative effectiveness of computer-based instructional games and instructional board games on students’ academic performance in peace education. The interactive effects of gender differences on treatment effectiveness in the population were also investigated. One junior secondary school was randomly selected from each district. A pre -test instrument, “Achievement Test on Peace Education”. was administered to Grade 8 and 9 students at each of the three schools. Results showed significant differences between students exposed to the treatment conditions and those in the control group. Gender has no influence on the effectiveness of treatment in improving students' performance in peace education. Based on these findings, it was recommended that the use of instructional games in peace education classrooms be encouraged by incorporating them into the curriculum.

Said Hamid Hasan’s thoughts on curriculum development in Indonesian context Laila Nursaliha; Dewi Laksmi; Asep Herry Hernawan
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 14 No. 1 (2026): May 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v14i1.14858

This study analyzes Said Hamid Hasan's curriculum development framework and its impact on Indonesian education. As the architect of the 2013 National Curriculum, Hasan has shaped the country's educational landscape. Using qualitative biographical narrative analysis of his works, policy documents, and interviews, the research identifies three core elements of Hasan's curriculum theory: the reconstruction curriculum concept, cultural contextualization with local wisdom, and adaptive curriculum models that address regional diversity. The findings show that Hasan combines social reconstructionist and constructivist approaches while maintaining Indonesian cultural contexts. His framework bridges global educational standards with local implementation needs, offering valuable insights for curriculum development in diverse sociocultural settings.

Rethinking curriculum planning through backward design: a qualitative study of understanding by design in an inclusive school context Alisa Kurniawan; Niam Wahzudik
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 14 No. 1 (2026): May 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v16i1.30475

This study examines the implementation of Understanding by Design (UbD) within an inclusive school context in Indonesia, focusing on tensions between centralized curriculum standards and localized pedagogical values. The research examines how inclusive schools negotiate backward-design principles amid dual accountability demands. Using a qualitative case study approach, data were collected through autoethnography, semi-structured interviews, classroom observations, and curriculum document analysis across two hubs of a progressive inclusive school network in different regional contexts. Findings reveal three interconnected tensions across UbD stages: (1) goal-setting challenges arising from navigating national curriculum standards alongside the school’s internal values framework (Citta); (2) an assessment implementation gap in which higher-order cognitive objectives documented in curriculum plans were consistently enacted at lower cognitive levels due to structural constraints; and (3) learning plan localization challenges reflected in the uneven implementation of the school’s 5M pedagogical framework. These tensions collectively illustrate what this study conceptualizes as implementation pragmatism. The study contributes theoretically by extending UbD scholarship into inclusive education contexts within the Global South, highlighting the limits of backward design under conditions of heterogeneity and regulatory pressure. Practically, the findings inform organizational and pedagogical practices, as well as school leaders, about the need for systemic alignment among inclusive curriculum aspirations, assessment structures, and classroom realities.

The relationship of padlet in collaborative learning to LMS satisfaction in student-centered learning Angga Yuni Mantara; Juharyanto; Neni Wahyuningtyas; Haikal Al-Hafidz
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 14 No. 1 (2026): May 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v16i1.35595

The use of LMS after the pandemic has changed students' learning styles. Of course, this change will lead to satisfaction and a desire to use LMS again in the future. One factor that can influence this is the implementation of collaborative learning in the use of LMS. This study uses Padlet, an LMS application, to stimulate collaborative learning among students and examine its relationship with user satisfaction. The respondents in this study were psychology students enrolled in a quantitative research psychology course, for a total of 43 individuals. The instruments used to measure collaboration in this study were the Student Perception of Padlet instrument (11 items), and student satisfaction with the LMS was measured using the perceived satisfaction dimension of the e-learning experience (5 items). The results showed a relationship between the implementation of collaborative learning and user satisfaction with the LMS.

RME-based interactive multimedia activities to improve grade 8 students’ performance in mathematics Ian Cesar Balacuit; Douglas A. Salazar; Jhay B. Anog; Awelito James V. Misperos; Jundel L. Deliman
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 14 No. 1 (2026): May 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v14i1.38097

Despite ongoing reforms in instruction, many students struggle with abstract mathematical concepts. Hence, this study developed Realistic Mathematics Education (RME)-based interactive multimedia activities and examined their effects on students’ mathematics performance. Following the Research and Development method, the interactive multimedia activities aligned with Realistic Mathematics Education principles were developed using PowerPoint with Visual Basic for Applications integration. An achievement test was used to ascertain the mathematics performance of forty-one Grade 8 students. Focus group discussions and journal entries were analyzed using thematic analysis to determine students’ perceptions of the activities. Descriptive analysis revealed that students with “outstanding” proficiency levels increased by 29%, and those with “did not meet expectations” decreased by 41% after the implementation. The t-test result showed that students' achievement test scores increased (t = 6.42; p < .001), with a large effect size (d = 1.002). Additionally, five subthemes related to students’ positive perceptions of the developed activities were identified: (1) personal beliefs, (2) positive mindset, (3) inquiry learning, (4) authentic learning, and (5) mathematical understanding. This study demonstrates an accessible and practical approach for creating interactive multimedia activities to advance pedagogical applications of the RME framework.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
ijcets@mail.unnes.ac.id

Phone
-

Journal Mail Official
ijcets@mail.unnes.ac.id

Editorial Address
Sekaran, Kec. Gn. Pati, Kota Semarang, Jawa Tengah 50229

Location
Kota semarang,

Jawa tengah

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email ijcets@mail.unnes.ac.id

Phone -

Journal Mail Official ijcets@mail.unnes.ac.id

Editorial Address Sekaran, Kec. Gn. Pati, Kota Semarang, Jawa Tengah 50229

Location Kota semarang, Jawa tengah INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
ijcets@mail.unnes.ac.id

Phone
-

Journal Mail Official
ijcets@mail.unnes.ac.id

Editorial Address
Sekaran, Kec. Gn. Pati, Kota Semarang, Jawa Tengah 50229

Location
Kota semarang,

Jawa tengah

INDONESIA